The thesis presents the results of theoretical and experimental study of the didactic system of junior schoolchildren’s sensory development.
The contents of the leading categories – concepts of sensory development and a sensory skill as its functional unit are revealed. The concept of the didactic system of junior schoolchildren’s sensory development has been developed, containing the provisions on its objectivity, continuity, complementarity with the process of primary education, processuality, and result orientation. The model of the system is constructed in the interdependence between the target, conceptual, subjective, content, normative, textbook, operational-activity, educational-environmental, and result assessment components. The organizational and methodical conditions for implementing the simulated didactic system have been defined: teacher’s readiness to solve the tasks of junior schoolchildren’s sensory development; taking into account the individual-typological differences in the children’s sensory processes; the development of coordinated strategies, tactics and operational algorithms for organizing subject-subject interaction in perception teaching; and frequency of monitoring the quality of educational-perceptual activity.
The experimental examination of the didactic system of sensory development is designed according to the multivariate plan for two experimental and one control group of pupils, according to variant A (a combination of mono- and polysensor directions of the sensory processes development, a high degree of intensity of the input stimulus) and variant B (realization of monosensory lines of perception improvement, a moderate degree of intensity of the input influence). The administrative stages of introducing the didactic system of sensory development into learning and teaching process have been singled out: motivational-orientational (the first year of study, variant B for both experimental groups), performing-transforming (the second and third years of study, variant A for the first experimental group, variant B – for the second one), and control-correction (the fourth year of study, variants A and B). The positive dynamics of forming junior schoolchildren’s sensory skills has been recorded. The quality indicators of perceptual actions were higher in the experimental groups, especially in the first one, in comparison with the control group. The differences in mean values of empirical data of the control and experimental groups are statistically significant, which indicates the effectiveness of the developed didactic system. The resource support of the didactic system of sensory development, which includes the complex of teaching and perceptual tasks for pupils of grades 1–4, has been prepared and approved as well as the program of the optional course and the manual «Junior Schoolchildren’s Sensory Development».
